LIBRARY OF CONGRESS 



019 744 583 



A SUGGESTED COURSE 
IN ENGLISH 
FOR HIGH SCHOOLS \ 




HOUGHTON, MIFFLIN & COMPANY 

BOaTON NEW YOBK 

CHICAGO 



TABLE OF CONTENTS 



Pags 

Introduction 1 

A FocTE Years' Couese in Litebatuee an© Coarpo- 
SITION 2 

A Thbek Yeabs' Coubse in LrtKaATUBB and Compo- 
sition . , ... 10 

A DeTAJLBD OlTTLINK FOB FlEST YbaB WoEK, WITH 

Webster's Elementabt Composition as a Basis . 13 

A List of Books foe Home Reading 14 

A List op Texts in English Sctitable fob Use in 
High Schools 3d oorer 



:OPVR,'GnT 1907 l)Y HOUGHTON, MIFFLIN & CO. 



Two Copies Received 

MAR 15 1907 

t-. Copyright Entry 
CUSS A KXc, No. 

A SUGGESTED COURSE IN ENGLISH 

FOR 

HIGH SCHOOLS 

High School English, including literature, composition, and 
rhetoric, is now generally recognized as a unit of study ; and 
yet too much English work is indefinite and poorly organized, 
and therefore unsuccessful in proportion to the time and 
effort expended upon it. 

No plan for High School English work should be approved 
which does not call for four or five recitations a week through- 
out the entire course ; and of these recitations an average 
of two should be devoted to composition. The course here 
suggested assumes such a number and arrangement of reci- 
tations ; is based upon the principle of closely relating the 
study of literature with the work in composition and rhetoric ; 
and provides for progressive development and mastery of 
each of these intimately related divisions of the general 
subject. 

All the College Entrance Requirement classics have been 
prescribed, either for clasS study or for home reading. The 
order in which these and other classics are to be taken up 
has been determined by three considerations : The most 
interesting and readable classics should be studied first ; they 
should become increasingly complex in structure and thought 
as the work progresses and power is gained ; and they should 
be such as will illustrate and furnish models for the work in 
composition. 

The essential features of this course have already been 
adopted in a considerable number of high schools which are 
now doing exceptionally successful work in English. 

1 




OUTLINE FOR A FOUR YEARS' COURSE 



THE FIRST YEAR COURSE 

COMPOSITION 

The aim in composition during the first year should be to 
gain facility and spontaneity of expression. To do this, much 
composition work must be done. A short paragraph may be 
written in class two or three times a week on subjects sug- 
gested to the pupil while on the way to or from school, or 
while at school. By this method the pupil's powers of obser- 
vation, as well as of expression, can be developed. Once a 
week a composition of at least one hundred words should be 
prepared. 

Much oral composition may well be introduced as a live 
part of the literature study. The pupil should be asked ques- 
tions requiring more than a word or two in answer. Confi- 
dence, fluency, and ease may be taught by having different 
pupils reproduce the substance of a paragraph, two or three 
pages, or even a chapter, from the literature being read in 
school or at home. Many selections from the poems and sto- 
ries read should be memorized and frequently recited. 

Some time during the year, letter writing should be taken 
up. Punctuation and word study should be taught constantly, 
and this work can be made interesting and practical by using 
as a model the literature which is being read. PupUs should 
be encouraged to select for class discussion especially good 
examples of vivid description, happy choice of words, and 
correct use of punctuation in the sentence. 

The Text-book : Work as suggested above is clearly and 
fuUy presented in Webster's Elementary Composition. 
(For a detailed outline of the first year's work as provided 
for by that book, see page 13 of this pamphlet.) 

2 



LITERATURE 

The aim in literature during the first year should be to 
create a taste for good literature and to stimulate a desire to 
read. To this end, the literature should hs,ve life and move- 
ment ; and to make sure that it touches and vitalizes each 
pupil, it should be varied, containing both poetry and prose, 
some imaginative, some on nature, and some on human life. 

As the needs, tastes, and ability of classes vary, and as 
each teacher can teach some certain classics better than 
others, a choice of four or five out of the following list 
should be allowed. 



Classics : 

"Warner's A-Hunting of the Deer. 
Scott's Lady of the Lake. 
Dickens's Christmas Carol. 
Whittier's Snow-Bound. 
Franklin's Autobiography. 
Irving's Sketch Book. 
Macaulay's Lays of Ancient Rome. 
Shakespeare's Jvdius Caesar. 

NOTE : For a list of books suitable for home reading during the first year, 
see page 14 of this pamphlet. 



THE SECOND YEAR COURSE 

The work suggested for the first year has been in a way 
general. There has been drill in the mechanics of composi- 
tion, — punctuation, indention, etc. ; a vocabulary has been 
acquired through word study and literature ; some facility of 
expression has been attained by means of the constant prac- 
tice, oral and written. A foundation has been laid. 

The work should now become more definite and progres- 
sive. Each semester's work should be more difficult than 
the preceding, and should be concentrated on a few tangible 
points which each pupil clearly understands must be mastered 
in that semester. 

3 • J 



SECOND YEAR: FIRST SEMESTER 

(^Study of Narration — The Complete Compo- 

sitioTi) 
COMPOSITION 

The aim in composition should still be spontaneity, but 
stress should be laid on the unity, mass, and coherence of the 
composition as a whole. 

The Text-book: The pupils should study "Webster's 
English: Composition and Literature, Chapters I, II, 
and III; thoroughly discuss each point in class, and illus- 
trate each point from the literature being read, from that 
read during the first year, and from other books that have 
been read. The Rules for Punctuation (pp. 301-309) should 
be used for reference and reviews throughout the entire 
course. 

Themes : The themes should be essentially narrative, 
with unity, mass, and coherence as the most important con- 
siderations. 

Oral Composition: The oral work of the first year 
should be continued, and the pupils should be required to 
present orally to the class good anecdotes and short stories. 
Previously prepared outlines should occasionally be used for 
such work. 

LITERATURE 

The aim : The literature should be narrative, and mostly 

short stories, the better to serve as models for the pupils. It 

should first be studied for appreciation and then to discover 

the author's method of securing unity, mass, and coherence. 

Classics : 

Hawthorne's Twice-Told Tales (Selected). 

Longfellow's Tales of a Wayside Inn, or The Courtship 

of Miles Standish. 
Scott's Ivanhoe, or Quentin Durward (to be read mostly 

at home). 
Browning's Selected Poems, or 

Tennyson's Gareth and Lynette, Lancelot and Slaine, 
and Passing of Arthur. 

NOTE : For a list of books suitable for home reading during the second 
year, see page 15 of this pamphlet. 

4 



SECOND YEAR: LAST SEMESTER 

QStudy of Description, Paragra'phs, and Figures 

of Speech) 
COMPOSITION 

The aim should be : (1) to secure accuracy of expression 
through careful study and choice of words ; (2) study of unity, 
mass, and coherence in paragraphs • (3) study of figures of 
speech. The study of description is easily and logically com- 
bined with the study of paragraphs, since pure description is 
rarely more than a paragraph in length, and descriptive para- 
graphs are found in nearly all literature. Figures of speech 
are often used to give added clearness and beauty to a de- 
scription, and may well be taken up for study at this time. 

The Text-book : Chapters IV, VII, and X of Webster's 
English : Composition and Literature should be studied 
and used for guidance. 

Themes should be descriptive, with choice of words and 
arrangement of material in paragraphs as the important 
points. 

Oral Composition should include the presentation in class 
of many brief descriptions, and of short stories containing 
descriptions of characters and places. 

LITERATURE 

The aim should be to develop the pupil's ability to form 
clear mental pictures ; to lead him to see the value and 
beauty of clear, well-chosen words and vivid bits of descrip- 
tion ; and, of course, to acquaint him with some of our best 
descriptive literature. All descriptive paragraphs in the 
literature that is read should be carefully studied, and special 
attention should be given to the author's use of specific words 
and adherence to the principles of unity, mass, and coherence. 
Classics : 

Hawthorne's Mosses from an Old Manse. 

Goldsmith's Deserted "Village. 

Poe's Fall of the House of Usher, The Raven, and Other 

Tales and Poems. 
Lowell's Vision of Sir Launfal. 
Shakespeare's Merchant of Venice. 
5 



THE THIRD YEAR COURSE 

(^Plot in Narration, Paragraphs, Words : Expo- 
sition and Sentence, Structure : Versification^ 

COMPOSITION 

The aim throughout the third year should be to secure 
logical thinking and clearness and force of expression. 

I 

The work of the first three or four months should include 
a study of narration with plot (the novel) ; with a critical 
review and continuation of paragraph study, and special con- 
sideration of the discriminative use of words. 

The Text-book : Chapters III, IV, and VII of Web- 
ster's English : Composition and Literature should be 
reviewed and used for reference. Chapter IX, dealing with 
" Words," should be taken up for study. 

Themes : Pupils should write on varied subjects, giving 
special care to arrangement of material and choice of words. 

II 

After completing the work outlined under I, at least four 
months should be devoted to study of exposition and sentence 
structure. Here again the three fundamental principles of 
rhetoric (unity, mass, and coherence) should be given special 
consideration. The structure and use of the several rhetori- 
cal classes of sentences — loose, periodic, balanced — should 
be studied and discussed. 

The Text-book : The special subjects now under con- 
sideration are covered in Chapters V and VIII of Web- 
ster's English : Composition and Literature. 

Themes : For practice in expository writing, pupils should 
be required to prepare at least four essays of from five hun- 
dred to one thousand words, and several short compositions 
(the majority of them expository in purpose) on simple, 
familiar subjects. 



Ill 

The last few weeks of the year may be devoted to a study 
of verse forms, using as text Chapter XI of "Webster's Eng- 
lish : Composition and Literature. 

Oral Composition : As logical thinking and clearness of 
expression are the qualities to be developed in the work 
of the third year, pupils should be given much drill in pre- 
paring outlines and speaking from them on subjects taken 
from their work in literature, history, science, manual train- 
ing, and domestic science. Friendly criticism on the part of 
the class should be sought and encouraged. 

LITERATURE 

The aim : Reading for appreciation should be the first 
consideration; but the pupils should discuss the plot and 
characters of the novel, the development of thought in the 
essay, the purpose and form of the poem. They should also 
select good examples of loose, periodic, and balanced sen- 
tences, such as may be found in the essays they are reading. 

Classics : 

Eliot's Silas Marner. 

Dickens's Tale of Two Cities. 

I Buskin's Sesame and Lilies, or 
< Lamb's Essays of Elia. 

( Maeaulay's Life of Johnson, or 
' Carlyle's Essay on Burns. 

I Coleridge's Ancient Mariner, and 

\ Byron's Mazeppa and Prisoner of Chillon, or 

^ Palgrave's Golden Treasury (First Series, Book IV). 

NOTE : For a list of books suitable for home reading during the third year, 
see page 16 of this pamphlet. 



THE FOURTH YEAR COURSE 

{Study of Argumentation : History of English 
Literature) 

COMPOSITION 

The aim throughout the year, as in the third year, should 
be to secure logical thinking, expressed in carefully chosen 
words, well-knit sentences, and properly constructed paragraphs. 

The first semester of the fourth year should be devoted to 
argumentation. The serious and direct purpose of this form 
of discourse involves the necessarily careful arrangement of 
all its parts and makes it especially valuable for teaching and 
illustrating the principles of unity, mass, and coherence. 
These principles presented in the study of narration, estab- 
lished in the study of description, and driven home in the 
study of exposition, should be clinched in the study of argu- 
mentation. 

The Text-book : A clear and full treatment of argumen- 
tation is given iu Chapter VI of Webster's English : Com- 
position and Literature. 

Themes : Two or three arguments of several hundred 
words each should be required, and in each case a carefully 
prepared brief should be handed in for criticism before the 
argument is written. Thought in the selection and arrange- 
ment of material, in the construction of paragraphs and sen- 
tences, and in the choice of words, should be emphasized. 

The work of the last semester should be largely individual °, 
the aim to strengthen each pupil where he is weak. Compo- 
sitions may be in any or all of the forms of discourse. 

Oral Composition : The learning and oral delivery of 
debates and orations should be made an important part of 
the work throughout the year. 

LITERATURE 

The aim should be a more critical study of style and 
diction, and a more careful analysis of the best parts of each 
classic read. Pupils should be led to compare passages, to 



express opinions, and to enforce these opinions with good 
reasons. 

Classics: 

, Burke's Oonciliation with the Colonies, or 
' Webster's First Bunker HUl Oration, and 
' ■Washington's Farewell Address. 

I Chaucer's Prologue to the Canterbury Tales, or 
( Spenser's Faerie Queene (Selections). 

Shakespeare's As You Iiike It, or Henry V, 

Shakespeare's Macbeth. 

Milton's Minor Poems. 

( De Quincey's Joan of Arc, and the English Mail Coach, or 
( Emerson's Essays (Selected). 

NOTE : For a list of books suitable for home reading during the fourth 
year, see page 16 of this pamphlet. 



HISTORY OF LITERATURE 

After completing the first two or three years of the English 
course herein outlined, the pupd will have a fairly wide acquaint- 
ance with individual classics and individual authors, and ability 
to appreciate and compare these different authors and their styles. 
He will then be prepared for, and need, a general survey of the 
entire field of English and American literature, and will take a 
real interest in discovering the place and relation of the authors 
with whom he is already familiar. A more or less critical study 
of the historical development of our literature should accordingly 
be provided for in the last year, or years, of the course. 

A suitable text on the History of English (or English and 
American) Literature ^ should be used for reference and incidental 
study during the third and fourth years of the course, or for 
special study in the fourth year. If used in the fourth year only, 
one period a week during the first semester and one or two a week 
during the last semester should be sufficient for the necessary 
study. 

Daily five-minute drills on dates, writers in each group, charac- 
teristics of most important authors, atmosphere (social, political, 
religious) of each period, etc., wiU be found a most valuable help. 

^ For a list of suitable texts, see inside back cover of this pamphlet. 
9 



OUTLINE FOR A THEEE YEARS' COURSE 

NOTE : There are many high schools in which it may be necessary or advis- 
able to arrange for a course in English covering but three years. The four 
years' course outlined on the preceding pages may easily be modified into a 
three years' course by some rearrangement and condensation of the work wiiich 
it provides for the third and fourth years. The work for the first and second 
years should be the same whether three years or four years are allowed for the 
entire course. 

FIRST YEAR OF COURSE 
(Same as in four years' course. See pp. 2-3 and p. 13.) 

SECOND YEAR OF COURSE 
(Same as in four years' course. See pp. 3, 4, and 5.) 

THIRD YEAR: FIRST SEMESTER 

(^Plot in Narration : Exposition and Sentence 
Structure^ 
COMPOSITION 

The aim throughout this semester should be to secure 
logical thinking andi clearness and force of expression. 

The first few weeks may be given to study of plot in nar- 
ration. The remainder of the semester sbould be devoted to 
study of exposition and sentence structure. The importance of 
the three fundamental principles of rhetoric — unity, mass, 
and coherence — should be emphasized throughout this study. 
The different rhetorical forms of sentences — loose, periodic, 
and balanced — should be thoroughly discussed and their dis- 
tinctive use shown by illustrations drawn from the literature 
being read. 

The Text-book : A full treatment of exposition and of 
sentences will be found in Chapters V and VIII of Web- 
ster's English : Composition and Literature. Chapter 
III should be reviewed and frequently consulted while the 
novel is being studied. 

Themes : The written and oral work for this semester 
should correspond in kind to that suggested for third year 
work in the four years' course (see pp. 6 and 7). It should 
differ only in amount. 

10 



LITERATURE 

The aim : Appreciation should always be the first coa- 
sideration, but during this semester the pupils should be 
taught the characteristic features of two types of literature, 
— the novel and the essay. One typical novel should be 
read with special attention to its development of plot and 
characters; but the greater part of the semester should be 
given to the reading and study of essays. The pupils should 
discuss the author's style, his development of the thought, 
his arrangement of material in paragraphs, and his use of 
loose, periodic, and balanced sentences. 
Classics : 

( Eliot's Silas Marner, or 

( Dickens's Tale of Two Cities. 

5 Ruskin's Sesame and Lilies, or 

( Ijamb's Essays of Elia. 
Maoaulay's Life of Johnson. 

THIRD YEAR: SECOND SEMESTER 

( Versification : Argumentation and Words} 
COMPOSITION 

The aim should be to perfect the work previously started 
in developing logical thinking and the use of well-knit sen- 
tences and carefully chosen words. Attention should be 
concentrated on these three points and on a review of the 
principles of unity, mass, and coherence, which are so closely 
allied to them. 

The rather solid work of this year's course may be relieved 
to advantage by devoting ttfe first three or four weeks of 
this semester to a study of verse forms. Then argumentation 
should be taken up, and a good text-book treatment of the 
subject read and discussed as an aid to the study and appre- 
ciation of the argumentative literature prescribed in the list 
of College Entrance Requirements.^ A specific study of the 
choice and proper use of words should be an important fea- 
ture of the work of this semester. 

> In a three years' course, no attempt should be made to master argumen- 
tation from the standpoint of composition study and practice. 
11 



The Text-book : A full discussion of " verse forms," of 
" argumentation," and of " words " will be found in Chapters 
XI, VI, and IX, respectively, of Webster's English: Com- 
position and Literature. 

Themes : The composition practice for this semester 
should be selected and arranged by the teacher with special 
regard to the need and ability of the pupils in the class. It 
should provide for additional practice in narration, descrip- 
tion, or exposition, as required ; and may also include a few 
brief and simple written arguments and oral debates on sub- 
jects with which the pupils are thoroughly familiar. 

LITERATURE 

The aim should be increased development of the pupil's 
ability to read carefully and appreciate keenly. To accom- 
plish this purpose, only the greatest poems, the best orations, 
and the best dramas should be read. 

Classics : 

Palgrave's Golden Treasury, First Series, Book IV (or 
other suitable collection of verse). 

/ Burke's Conciliation with the Colonies, or 
< Webster's First Bunker Hill Oration and 
' "Washington's Farewell Address. 

Shakespeare's Macbeth. 

Milton's Minor Poems. 



HISTORY OF LITERATURE 

Only a brief "History of English Literature," i if any, 
should be used in a three years' course in English. The lim- 
ited time of such a course should be devoted to a study of 
literature itself rather than to study about literature. 

^ Tappan's Short History of England''s Literature will be found especially 
suitable for such a course. See inside back cover of this pamphlet. 



12 



DETAILED OUTLINE FOR FIRST YEAR 

ENGLISH WORK BASED ON 

WEBSTER'S ELEMENTARY COMPOSITION 

FIRST SEMESTER 

I. FORMS OF COMPOSITION 

(a) QuotatioDs, Capital Letters, and Marks of Punctua- 

tion, pp. 1-22. 

(b) Rules for Punctuation, pp. 317, 318- 

(c) Paragraphs, pp. 25-75. 

1. Topic Sentences. 

2. Length. 

3. Unity. 

(d) Sentences, pp. 75-145. 

1. Synonyms, Antonyms. 

2. Figures of Speech. 

3. Unity of Sentences. 

(e) Letter Writing, pp. 264-292. 

II. COMPOSITION WRITING, pp. 145-178. 

(a) Choice of Subject. 

1. Knowledge of Subject. 

2. Interest in Subject. 

(b) Length of Essay. 

(c) Condensation. 

(d) Proportion. 

SECOND SEMESTER 

I. DEFINITION AND GENERAL DISCUSSION OF 
NARRATION, pp. 178-205. 

(a) Unity — Arrangement. 

(b) The Main Incident. 

(c) Consistency. 

(d) The Beginning of a Story. 

II. DEFINITION AND GENERAL DISCUSSION OF 
DESCRIPTION, pp. 205-239. 

(a) Value of Observation 

1. The Point of View. 

(b) Unity and Feeling. 

13 



(c) Details. 

1. Number of Details. 

2. Arrangement of Details. 

III. DEFINITION AND GENERAL DISCUSSION OF 
EXPOSITION, pp. 239-264. 

(a) Value of Outlines. 

(b) Value of Repetition. 

1. Repetition by Examples. 

2. Repetition by Analogy. 

The text-book contains a number of complete literature selec- 
tions ; including Hawthorne's " The Great Stone Face," Hunt's 
" Abou Ben Adhem," Wordsworth's " To the Daisy," Bryant's 
"The Yellow Violet," Lowell's "The Heritage," Browning's 
" Herv6 Riel," Tennyson's " The Bee and the Flower," and 
Lincoln's "Gettysburg Speech." Other classics as indicated on 
page 3 of this pamphlet should be read during the year. 

A LIST OF BOOKS FOR HOME READING 

In choosing the books for home reading, especially those 
for the first year, four considerations have been kept in 
mind : — 

1. That the books should be so simple and interesting that the pupil will 
wish to read them ; 

2. That the most of the books should be those with which the teacher is 
thoroughly familiar, in order that he may assist the pupil in choosing and may 
be able to discuss the books with the pupil ; 

3. That the books should be those usually fomid in the average school or 
public library, or at least, books which are easUy available; 

4. That the books should in every case be good literature, — books of recog- 
nized literary merit, and written by well known, reputable authors. The 
following list is, of course, only suggestive. It may well be doubled in size 
in order that the element of choice may make the reading more of a pleasure 
and less of a task to the pupil. 

Five books at least should be read each year, and if the 
books are of the right kind — books that appeal to the pupil 
— one a month will not be found excessive. 

FIRST YEAR 

1. Aldrich : The Story of a Bad Boy. 

2. Austin : Betty Alden. 

14 



3. Brown : 

4. Cooper : 

5. Davis : 

6. Dickens : 

7. Dodge: 

8. Hale: 

9. Hughes : 

10. Irving: 

11. Kingsley : 

12. Kipling: 

13. Kipling: 

14. London: 

15. Roosevelt: 

16. Seton : 

17. Stevenson : 

18. Stevenson: 

19. Warner : 

20. Wiggin: 



1. Arnold: 

2. Austin : 

3. Blackmore : 

4. Bunyan : 

5. Burroughs: 

6. Dana: 

7. Dickens : 

8. Dickens: 

9. Gaskell : 

10. Homer : 

11. Homer : 

12. Irving: 

13. Lytton: 

14. Lytton : 
1,5. Maclaren : 

16. Scott: 

17. Scott: 

18. Stevenson 

19. Swift: 

20. Wallace : 



Rab and his Friends. 

The Last of the Mohicans. 

Gallagher. 

The Cricket on the Hearth. 

Hans Brinker. 

The Man without a Country. 

Tom Brown at Rugby. 

Tales of a Traveller. 

Westward, Ho ! 

The Jungle Book. 

Wee Willie Winkie and Eaa, Baa, Black 

Sheep. 
The Call of the Wild. 
The Winning of the West. 
Wild Animals I Have Known. 
Kidnapped. 
Treasure Island. 
Being a Boy. 
Polly Oliver's Problem. 

SECOND YEAR 

Sohrab and Rustum. 

Standish of Standlsh. 

Lorna Doone. 

Pilgrim's Progress. 

Pepacton. 

Two Years before the Mast. 

A Tale of Two Cities. 

Oliver Twist. 

Cranford. 

Iliad. 

Odyssey. 

Alhambra. 

Rienzi. 

The Last Days of Pompeii. 

Beside the Bonnie Brier Bush. 

Quentin Durward, or Ivanhoe. 

Marmion. 

Travels with a Donkey. 

Gulliver's Travels. 

Ben-Hur. 



15 



THIRD YEAR 

1. Bacon: Essays. 

2. Curtis : Prue and I. 

3. Dickens : David Copperfield. 

4. Dickens : Nicholas Nickleby. 

5. Eliot : Adam Bede. 

6. Goldsmith : The Vicar of Wakefield. 

7. Hawthorne : The House of the Seven Gables. 

8. Holmes : Autocrat of the Breakfast Table. 

9. Holmes : Elsie Venner. 

10. Hugo : Les Mis^rables. 

11. Irving ; The Life of Oliver Goldsmith. 

12. Lowell : The Biglow Papers. 

13. Pope : The Kape of the Lock. 

14. Scott: Kenilworth. 

15. Shakespeare : As you Like It, or Twelfth Night. 

16. Stevenson : Virginibus Puerisque. 

17. Tennyson : The Princess. 

18. Thackeray : Henry Esmond. 

19. Warner : Backlog Studies. 

20. Warner : My Summer in a Garden. 

FOURTH YEAR 

1. Austen : Pride and Prejudice. 

2. Carlyle : Heroes and Hero Worship. 

3. Chaucer : The Canterbury Tales. 

4. De Quincey : Joan of Arc, and The English Mail Coach. 

5. Eliot : Romola. 

6. Eliot : The Mill on the Floss. 

7. Emerson : Self-Reliance, and Other Essays. 

8. Goldsmith : She Stoops to Conquer. 

9. Hawthorne : The Marble Faun. 

10. Lcwell : Democracy, and Other Essays. 

11. Riis : How the Other Half Lives. 

12. Scott: Waverly. 

13. Schurz : Abraham Lincoln. 

14. Shakespeare : Hamlet ; or King Lear. 

15. Shakespeare : Henry V, or Richard HL 

16. Sheridan : The Rivals. 

17. Spenser : The Faerie Queene. 

18. Thackeray : Vanity Fair. 

19. Thoreau: Walden. 

20. Webster : Reply to Hayne. 

16 



TEXTS IN ENGLISH FOR 
HIGH SCHOOLS 

COMPOSITION, RHETORIC, AND LITERATURE 

Elementary Composition, by W. F. Webster, Principal 
of the East Side High School, Minneapolis, Minn. 324 
pages, 65 cents net. 

English : Composition and Literature, by W. F. Web- 
ster. Cromi 8vo, savi + 318 pages, half leather, 90 
cents net. 

HISTORY OF LITERATURE 

A Short History of England's Litetature, by Eva March 
Tappan, Ph. D., formerly of the English Department, 
English High School, Worcester, Mass. Crown 8vo, 256 
pages, 85 cents net. 

A Short History of England's and America's Liter- 
ature, by Eva March Tappan, Ph. D. Crown 8vo, xix + 
420 pages, $1.20 net. 

A Short History of America's Literature, by Eva Maich 
Tappan, Ph. D. (In preparation.). 



A Students' History of English Literature, by WUliam 
Edward Simonds, Ph. D., Professor of English Literature 
in Knox College, Galesburg, 111. Crown 8vo, ix -f- 483 

« pages, $1.25 net. 

A Primer of American Literature, by Charles F, Rich- 
ardson, Professor of English in Dartmouth College. ISuio, 
Ti + 140 pages, 35 cents net. 

A Students' History of American Literature, by Wil- 
liam Edward Simonds, Ph. D. (In preparation.) 
Detailed information regarding any of the above named 

texts will be furnished on application. 

HOUGHTON, MIFFLIN AND COMPANY 

4 Pabk St., Boston ; 86 Fifth Ave., New York 

378-388 Wabash Ave., Chicago 



